Rio School District

Shared Reading

build literacy skills: print concept, decoding, vocabulary, comprehension, fluency through modeling by an expert
increase reading pleasure and confidence
gain access to increasingly complex text
learn to synthesize language and visual information
be exposed to different genres
be able to read the text themselves after reading it a number of times with teacher support.
can visibly see text (big book, document camera projection, scanned document on interactive whiteboard, copied onto chart paper)
have independent access to the text after reading

Decide on purpose (the reading process, vocabulary/word study, fluency/phrasing, visual information in sentence and chart form, identify/discuss story elements, nonfiction text features, etc.)
Choose a text (grade appropriate in interest and content, slightly above independent reading level of most of students, short, multiple readings, enjoyable)
Preview the text (Identify for instructional focus based on purpose, create introduction)
Student interaction (point or not point, listen only or choral reading, points for discussion)
Assessment (ongoing and formative)

Follow-up? (link content afterwards to small-group instruction)

Try not to teach or focus on too many goals
Build on previously taught skills/strategies in a cumulative manner by successively adding new elements with successive readings
Short pieces of text that can be read completely and discussed within 10-15 minutes
Examples: picture book, a poem, a song, an article, an excerpt from read-aloud book or novel study, writing sample written by class